hile keeping in view each and every aspect which could galvanize the effect of such teachings in public community schools, along with analyzing the historical value of the theory as well as the past experiences regarding the related issues observed.
It has been a very critical issue to decide what should be taught in schools and what should not be. While selecting the course content, according to the American constitution, it must be kept in view that the school kids must not effect because of the course content. The religious context is critical in a sense that it must need to take in view as secularism. A very famous legal case which was heard at US Supreme Court against the propaganda of teaching the creation science in public schools; the both of the issues are close enough because the critique is based upon religion and needs a back from constitution and needs logical pro constitution arguments in order to support or dis-support the teaching of intelligence design theory (Mauro, 2006).
Before coming to any of the concrete or solid point of logic, let us get an idea about a brief introduction of intelligence design theory. It is defined by the discovery institute and it is the answer of some creationism (creation sciences). By the institute it was defined as the causal effect of intelligence while the universe was being assembled; for instance it describes that the certain factors and aspects of the universe were not emerged due to naturalism (Shanks, 2004). It is a question (in other words) on the presence of God, it supports to the intelligence and logic. It is because the institute and supporters of the theory reveal it as evidence based theory rather than a religious critique (or religious based) (Idea center).
In the legal hearing which was heard in 1987 and well known as Edwards v. Aguillard (1987) which bared teaching of creation science in public schools. It was a decision which was taken by the Supreme Courts of United States. The creation sciences